Structural Parts Kit for Architectural Didactic Models
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Solution Overview
Problem
Current teaching methodologies in structural disciplines, such as architecture and civil engineering, rely heavily on abstract theoretical concepts, making it difficult for students to comprehend stress and deformation behaviors of structures, and existing mockups are either expensive to assemble or limit student knowledge by requiring prior technical understanding, while software solutions restrict student interaction with physical phenomena.
Innovation Solution
A compact kit of structural parts with interconnection means, including metal springs, adjustable bars, magnets, and foam boards, allowing students to assemble and visualize deformations and displacements of architectural mockups, facilitating tactile and visual learning without permanent deformation, and enabling various combinations for different structures.
Engineering Contradictions & Design Principles
Engineering Contradiction Analysis
1Ease of operation
If traditional teaching methodologies with abstract theoretical concepts are used, then teaching structure can be maintained, but student comprehension of stress and deformation behaviors deteriorates
Solution Approach 1:
The patent creates physical copies/models of structural components using springs, cables, and connectors that replicate real structural behavior. These tangible models allow students to directly observe and manipulate stress-deformation relationships, transforming abstract theoretical concepts into concrete, observable phenomena that enhance comprehension without requiring complex teaching methodologies.
Solution Approach 2:
The patent enables students to change physical parameters such as spring stiffness, cable tension, and connector configurations to observe corresponding changes in structural behavior. By manipulating these parameters hands-on, students directly experience the relationship between material properties and structural response, making complex concepts accessible through intuitive parameter variation rather than abstract theory.
2Illumination intensity
If architectural mockups are assembled using multiple materials like duplex paper, balsa wood, and MDF, then visual representation of physical phenomena is improved, but cost increases
Solution Approach 1:
The patent employs a universal set of components including springs, cables, connectors, and a base plate that can be reconfigured to represent multiple different structural systems. This multi-functional kit eliminates the need for separate specialized materials for each mockup type, reducing overall material requirements and cost while maintaining excellent visualization capabilities across various structural scenarios.
Solution Approach 2:
The patent enables complete disassembly and reuse of mockup components after each experiment. The spring-cable-connector assembly can be taken apart and reconfigured for different structural analyses, allowing the same physical materials to serve multiple teaching purposes repeatedly. This recovering approach eliminates the need to continuously purchase new materials for different mockups, significantly reducing ongoing costs while maintaining high visualization quality.
3Productivity
If programming time for teaching structural concepts is shortened, then teaching efficiency is improved, but ability to construct mockups for visual demonstration deteriorates
Solution Approach 1:
The patent provides pre-fabricated spring elements, connectors, and assembly instructions that are prepared in advance for classroom use. The modular components come ready-to-assemble with standardized connection mechanisms, eliminating the need for time-consuming material preparation during class. This preliminary preparation of components allows teachers to quickly construct various structural mockups during limited class time while maintaining high teaching efficiency.
Solution Approach 2:
The patent divides the mockup construction into independent, modular segments including separate spring units, connector pieces, and base plate components. This segmentation allows students and teachers to assemble structures in a systematic, step-by-step manner rather than constructing entire mockups from scratch. The modular approach significantly reduces assembly time while enabling comprehensive visual demonstration of structural concepts, reconciling the conflict between teaching efficiency and mockup construction time.
4Measurement precision
If software is used to perform stress calculations, then calculation accuracy is improved, but student interaction with physical phenomena deteriorates
Solution Approach 1:
The patent uses the spring-cable-connector physical model as an intermediary between theoretical stress calculations and student understanding. The tangible model visually and tactilely represents the physical phenomena that software calculations describe abstractly. Students can observe real deformation and stress distribution in the physical model while software provides precise numerical calculations, creating a bridge that combines the accuracy of computational methods with the intuitive understanding gained from physical interaction.
Applied Scientific Principles
This section explains which scientific principles are used to turn an abstract innovation direction into a practical engineering solution.
Function Achieved in This Case
Enables students to analyze structural behavior through hands-on experimentation, enhancing understanding of basic concepts without prior technical knowledge, and integrates with traditional teaching methods to provide a comprehensive learning experience for architecture and engineering students.
Implementation Method 1
The set of structural parts (CPE) consists of: a metal plate (30) in different shapes, which simulates the ground where the structure will be built, enabling the connection of the base connections for the composition of the mockup (MD) through the interconnection means (M1), particularly formed by the magnetism between cylindrical magnets (IM) housed in recesses (r1)
Implementation Method 2
said parts (CPE) consist of vertical and cross-sectional structural elements (40) that make up pillars and beams and are formed by helical and cylindrical metal springs (41) whose visible deformations make up the deformations (d1) or displacements (d2) of the structures (MD)
Data Source
AI summary
Sets of structural parts (CPE) designed for the composition of Architectural didactic models (MD) for learning or research carried out by students, teachers, engineers, architects or anyone else interested in the subject; (CPE) comprise structural elements vertical and transverse sections (40) forming the pillars and beams and formed by springs (41) and (42) are cylindrical and helical, the traction and compression of which deformations (d1) or displacements (d2) of the structures (MD); (ii) metal cables (50) which comprises bracing and struts; (iii) plates (60) simulating slabs, walls and coverings made of plastic for horizontal locking, vertical and inclined between the elements (40) and (50) so as to simulate slabs, walls and roofs of a building; and (iv) groupings of links (AG), also, formed by labeled bonds (70) comprising balls metallic (71) for receiving the magnets (IM) of the elements (40) and (50) or other magnets (IM) of other structural parts (CPE) and rigid connections (90) configured by trapezoidal-shaped parts (91) where in at least that in three flat faces 91a, 91b and 91c are provided housings (r1) for magnet assembly (IM); the assembly of the parts CPE 30, 40, 50, 60 and (70) and inclusion of the base connection pieces (80), rigid links (90) and links (100) comprises a ‘kit’ (10) mounted in a compact housing (20) with a hinged lid (21) which includes an instruction manual (T1) where possible structures obtained with the arrangement of the parts Structural Funds (FPC).